Psychological Factors in the Development of Football-Talent from the Perspective of an Integrative Sport-Talent Model

Jou nal o he Educa ion o Gi ed Young Scien is s 3(1) 58-76 © JEGYS 2015 h p:/ / jegys.o g DOI: 10.17478/ JEGYS.2015112018 Resea ch A icle Psychological Fac o s in he De elopmen o Foo ball-Talen om he Pe spec i e o an In eg a i e Spo -Talen Model Robe OROSZ 1 and Fe enc MEZO 2 Recei ed: 11 May 2015 Accep ed: 26 June 2015 A b s a c This s udy p esen s a new, in eg a i e model o spo s alen . Following he heo e ical pa o he s udy a oo ball- alen esea ch is p esen ed, in which a heo e ical amewo k is p o ided by his new heo y o spo s alen . This esea ch examines he ole o psychological ac o s in oo ball alen de elopmen . The sample was N=425 oo ball- playe s o he Fi s Di ision Men’s Junio and Adolescen Foo ball Championships o he Hunga ian Foo ball League, and hei coaches (N=21). The applied ins umen s we e: Spo ing Backg ound Ques ionnai e, The Tennessee Sel - Concep Scale (TSCS – Hunga ian e sion), Psychological Immune Compe ence In en o y (PICI), A hle ic Coping Skills In en o y (ACSI), Ad anced P og essi e Ma ices (APM), Co-Playe Ques ionnai e, and Coach Ques ionnai e. As a esul , signi ican di e ences we e ound be ween alen ed and con ol g oups in he case o 27 a iables ou o 48 (6 scales o he SBQ, 5 scales o he ACSI-28, 9 scales o he PISI, 5 subscales and he To al sel -concep scale o he TSCS, and in APM). Mo e alen ed playe s showed mo e a ou able alues in each o he 27 in a-, and in e pe sonal dimensions. Acco ding o ou esul s, he de elopmen o psychological ac o s (e.g. concen a ion, lack o anxie y, sel -con idence, coping skills, and social skills) wi hin an in eg a i e app oach can enhance pe sonal e iciency in de eloping oo ball gi edness. Key wo ds oo ball, alen , gi edness, spo psychology To ci e his a icle: O osz, R., & Mezo, F. (2015). Psychological ac o s in he de elopmen o oo ball- alen om he pe spec i e o an in eg a i e spo - alen model. Jou nal o he Educa ion o Gi ed Young Scien is s, 3(1), 58-76. DOI: h p:/ / dx.doi.o g/ 10.17478/ JEGYS.2015112018 Jou nal o he Educa ion o Gi ed Young Scien is s (JEGYS) co e s issues such as di e en ia ed ins uc ion in ma hema ics, science and social sciences o gi ed s uden s, educa ion and aining o he young scien is , gi edness, gi ed educa ion, scien i ic c ea i i y, educa ional policy on science and ma h educa ion o gi ed s uden s, eaching o he his o y and philosophy o science, eaching echniques and ac i i ies in he educa ion o he gi ed young scien is , is a scien i ic and academic jou nal. JEGYS aims o be a scien i ic media sha ing scien i ic esea ch, p ac ices, heo ies and ideas abou gi ed educa ion and educa ion o he gi ed young scien is . The JEGYS is an in e na ional e e eed scien i ic jou nal which publishes e iew and esea ch a icle, eaching echniques and ac i i ies o he educa ion o he gi ed young scien is , book e iews and in e iews in Tu kish and English. Submi ed a icles a e e alua ed in a double blinded pee - e iewed ashion. The JEGYS is an open access jou nal, published wo issues a yea . The JEGYS holds copy igh s o all a icles published in he jou nal. Au ho s a e esponsible o a icle con en s published in he jou nal. 1 Uni e si y o Deb ecen Ins i u e o Psychology, Deb ecen, Hunga y. E-mail: o o obe @gmail.com. Co esponding au ho ’s phone numbe : +36-30- 3704220 2 Uni e si y o Deb ecen, Facul y o Child and Adul Educa ion, Deb ecen, Hunga y. E-mail: e [email protected] P s y c h o l o g i c a l a c o s i n K 5 9 INTRODUCTION Foo ball is he mos popula spo in he wo ld. Besides i s ema kable social and economic impac s i has also signi ican ole in ec ea ion, heal h p omo ion and communi y building, so he app oach applied in oo ball- alen ca e is e y impo an . A possible aim o oo ball- alen de elopmen could be nu u ing physically and men ally heal hy and success ul oo ball playe s, who will be able o ep esen socially use ul alues. Talen psychology could gi e se ious con ibu ion o his kind o p ocess. In his s udy he in luence o psychological ac o s on he de elopmen o oo ball- alen is examined. As heo e ical amewo k o his esea ch an in eg a i e alen model is p esen ed, which can con ibu e o he e icacy o oo ball- alen ca e. The applied alen concep ion o model has a basic in luence on he esea ch, as well as on alen iden i ica ion and de elopmen al wo k (Balogh & Tó h, 2001; Mező, 2008; Mönks & Mason, 1997, 2000). In he case o gene al alen heo ies we can obse e a endency o e olu ion in he di ec ion o complexi y and dynamic app oach. Ini ially, gene al alen heo ies and models ied o iden i y one o mo e impo an in ape sonal ac o s, which lie behind he de elopmen o alen (Te man, 1925; Shie ele, 1953; Renzulli, 1986). In he alen model app oach hose models which al eady conside ed he ole o he social en i onmen essen ial in he de elopmen o alen ep esen ed a signi ican change (Mönks & Mason, 1997; Czeizel 2004). La e ano he impo an , new iewpoin appea ed: mo e mode n alen models emphasize he mu ual e ec he ing edien s o alen ha e on each o he , and hei dynamics, and ea s he de elopmen o alen as de elopmen al p ocess (Gagné, 2005; Ziegle , 2005). In his s udy a new, complex, and dynamic alen -model is in oduced (O osz, 2009). This in eg a i e model p o ides he heo e ical backg ound o he p esen esea ch conce ning psychological ac o s in he de elopmen o oo ball- alen . Tendency owa ds complexi y in spo s alen models Theo is s usually de ine spo s alen on he basis o spo ing achie emen s and esul s. In mos app oaches - explici ly o implici ly- spo alen appea s as a p e equisi e o success in spo s, o as an indica o o p edic o o spo ing successes in he p esen / u u e. Ea ly heo ies mainly ocus on physical ac o s (Du and-Bush & Salmela, 2001; Regnie , Salmela & Russell, 1993). Bu , simila o he de elopmen o gene al alen models, spo s alen app oaches ha e become inc easingly complex, oo. Fo example: The mul idimensional na u e o spo s alen is emphasized in he Czechoslo ak alen selec ion model o Ha licek, Komadel, Koma ik & Simko a (Van Rossum–Gagné, 1994). Acco ding o hese au ho s, he ollowing ac o s in luence he de elopmen o spo s alen : a) s able non-compensa ed ac o s (e.g. heigh ); b) s able compensa ed ac o s (e.g., speed); c) and non-s able compensa ed ac o s (e.g. mo i a ion). Acco ding o Gable and Ruo (Ré ész, 2008), we can conside someone as gi ed in ce ain spo s, i he/ she has he kind o physical and psychological condi ions in di e en li e s ages which can p omo e a highe le el o u u e spo ing achie emen han would be he case andomly. Ha sányi (1992) conside s spo s alen o belong o indi iduals whose inhe i ed (physical, psychological, an h opome ic, mo o and social) abili ies (assuming p ope de elopmen p ocesses) can mos likely ensu e a high le el o achie emen in he u u e. He iden i ies se e al ac o s lying behind spo s alen , and, in his opinion, he in e ac ion o he edi a y cha ac e is ics and en i onmen al in luences de e mine alen . In F enkl's in e p e a ion (F enkl, 2003), he pe son as a bio-psycho-social being pa icipa es in spo ing ac i i ies. Achie emen s a e de e mined by physical and men al a ibu es, quali ies, and social ac o s. Bake and Ho on (2004) men ion p ima y and seconda y ac o s in de ining alen . P ima y ac o s can be ca ego ized in o gene ic ac o s, aining ac o s and psychological ac o s. Acco ding o hei heo y, hese modules domina e in he de elopmen o spo s alen . Seconda y ac o s may ha e less e ec , al hough hei absence may hinde alen de elopmen . Fo example, seconda y ac o s can be he amily’s sociocul u al si ua ion, o o he backg ound elemen s, such as he place o aining, he o ien a ion o di ec ion, he ools a ailable and he signi icance o he p o essionals in ol ed. The la e spo - alen models emphasize mo e he psychological and social ac o s besides he ou s anding physical ap i udes. Al hough he spo s alen models abo e ocus on spo s, i is likely ha di e en spo s need di e en physical and psychological skills and ac o s. Because oo ball is a he cen e o his s udy, a he nex sec ion some heo ies ela ing o oo ball alen will be p esen ed. Theo ies o Foo ball Talen Reilly, Williams and Richa dson (2003) did no ind any consensus among expe s’ de ini ions o oo ball alen . P o essional clubs usually selec alen ed playe s on he basis o he c i e ia o expe ienced coaches and obse e s o playe s, o example, he Ajax Ams e dam so ing scheme, known as ‘TIPS’. In his sys em echnique (T), in elligence (I), pe sonali y (P) and speed (S) appea as c i e ia o alen . These au ho s p esen simila , al e na i e lis s o c i e ia, oo. Fo ins ance, such lis s a e he ‘TABS’ ( echnique, a i ude, balance, speed) o ‘SUPS’ (speed, O o s z & M e z o 6 0 unde s anding, pe sonali y, and skill). Reilly e al., (2003) epo ed ha physical p edic i e ac o s, pe sonali y cha ac e is ics, and cogni i e ac o s we e impo an when hey e iewed esea ch in o oo ball alen iden i ica ion. These s udies o physical p edic o s emphasize ha playe s' an h opome ic cha ac e is ics (e.g., body p opo ions, body weigh , body, and shape o limb ci cum e ence) show a signi ican co ela ion wi h pe o mance. In connec ion wi h pe sonal cha ac e is ics, Reilly e al., (2003) obse ed pe sonali y ac o s (such as mo i a ion, sel -con idence o ea ing anxie y) ha play a signi ican ole in spo s achie emen s. Fu he mo e, hey ound ha he e a e di e ences be ween inhe i ance and he de e mina ion o pe sonal ac o s, and some ea u es (e.g. abili y o con ol anxie y) can be signi ican . They also sugges esea ch in o such cogni i e ac o s as an icipa ion and decision making. In hei opinion, wo cogni i e p edic o s o oo ball alen a e c ea i i y and in elligence. In hei s udy hey also desc ibe how he social en i onmen plays a signi ican ole in he un olding o oo ball alen . Pa en s, eache s, coaches, iends, and eamma es ha e an impac on he a hle es and hei alues, belie s, emo ions, a i udes and engagemen . Finally, hey emphasize he ole o such cul u al and social ac o s as social ends, popula and adi ional cul u al alues, o socio-economic s a us. A kind o implici heo y can be disco e ed on he basis o esea ch in o alen iden i ica ion. Se e al esea che s ha e al eady ocused on inding me hods o iden i ying alen ed oo ball playe s, o example: Acco ding o Sa elsbe gh e al., (2010), di e ences in isual sea ch and disloca i e beha iou can be used as indica o s o iden i ying alen ed junio (10-12 yea -old) oo ball playe s. Thei subjec s (N=20) we e all playe s o he egional selec ion eam o he Royal Du ch Foo ball Associa ion, o o he p o essional clubs. Sa elsbe gh e al., (2002) published a simila examina ion o socce goalkeepe s. The esul s o Gall e al., (2010) sugges ha an h opome ic and i ness assessmen s o eli e you h socce playe s can play a pa in de e mining hei chances o p oceeding o highe achie emen le els. The 161 playe s examined we e g ouped acco ding o whe he hey achie ed in e na ional o p o essional s a us o emained ama eu . Measu es we e aken ac oss h ee age ca ego ies (unde 14, 15 and 16 yea s o age). Mi anda e al., (2013) s udied he in luence o a 10-week socce aining p og am o young playe s (N=13). They ecommend ha (in o de o iden i y alen ) socce coaches should collec he ollowing ypes o da a abou playe s: an h opome ic da a (e.g. body mass, body mass index, lean body mass), psychological da a (e.g. o al mood dis u bance), echnical skills and speci ic pe o mance pa ame e s (e.g. lexibili y, slalom d ibble and lob pass es s, 30- and 50-m ime- ial pe o mances, unning in ensi y a he lac a e minimum es and he anae obic pa ame e s o he Running Anae obic Sp in Tes ). Vaeyens e al., (2007) ound ha he decision p ocess (in ela ion o a sys ema ically inc eased numbe o playe s in ol ed in ealis ic, ilmed simula ions, which depic ed an o ensi e game si ua ion) can be a good p edic o in e ms o alen iden i ica ion. Acco ding o hei esul s, mo e complex si ua ions (e.g.: mo e playe s in ol ed in he ac ion) a e mo e e ec i e ools o alen iden i ica ion. Thei subjec s we e 13.0-15.8 yea s olds (N=87). In he heo ies o oo ball alen p esen ed abo e, also physical, psychological, social, socio-economical, and cul u al ac o s appea . So based on all his, a complex app oach is seen essen ial in oo ball alen de elopmen . The e o e such a holis ic model is sugges ed which conside s he mul i ac o ial na u e o oo ball- alen and pays a en ion o he dynamics o alen componen s. A New, In eg a ed Model o Spo s-Gi edness O osz (2009) ecommends a new mul i ac o ial, dynamic model o spo s alen o p o ide a heo e ical backg ound o p ocedu es dealing wi h spo s alen de elopmen . Acco ding o he in eg a i e app oach o alen , me i in spo is no a pe manen cha ac e is ic, bu a he a ma ke o med in he in e ac ion o many dynamic componen s. The ealiza ion o gi edness is no only in luenced by he p esence o sho age o he key componen s, bu he in e ac ion o all hese and he unc ioning o he whole sys em. As pe he model, he ul ilmen o spo ing alen is in luenced by pe sonal, in e pe sonal and anspe sonal ac o s. The in eg a i e app oach model examines hese ac o s’ dynamics (Figu e 1). P s y c h o l o g i c a l a c o s i n K 6 1 Figu e 1. The le els o ac o s in luencing de elopmen and he di ec ion o hei in luence A he pe sonal le el, all he physical, a ec i e and cogni i e ac o s may a ec he a ainmen o goals. Physical ac o s e e o ma e ial aspec s. These ac o s con ain ou physical body wi h all o i s unc ional p inciples (such as an h opome ical and physiological ea u es), and ou exis en ial needs ( o example: ou e o s o main ain inancial secu i y) and physical ac ions. The a ec i e ac o s a e ou eelings and emo ions abou he wo ld (abou ou sel es, ou en i onmen o abou e en s in ou li e). Such emo ions a e, o example, he basic emo ions o psychology (sadness, ea , ange , disgus , happiness, disdain, shame, emo se, in e es , su p ise - Iza d, 1971), as well as o he e bally de inable emo ional expe iences. In addi ion o hese, he e a e also he o en e bally inexp essible shades and dep hs o he phenomena in he ou side wo ld which pe sons a e a ac ed o o which hey ejec . Cogni i e ac o s a e e o s and p ocesses dealing wi h hinking, unde s anding, analysing, and aluing he phenomena o he wo ld. In elligence, a en ion, memo y, decision-making and an icipa ion also belong o his ca ego y. A he in e pe sonal le el, he amily, he di ec social en i onmen (in spo : coaches, pee s, iends, ela i es and men o s, e c.) o he wide social su oundings may ha e signi ican e ec s on de elopmen (Van Rossum, 1995; Nagy 2002; Buda á i, 2007, Csikszen mihalyi, Ra hunde & Whalen, 1993, Mönks, 1992; Czeizel, 2004, Gagné, 1999; Kau man & S e nbe g, 2008; Ha sányi, 1992; F enkl, 2003; Bake & Ho on, 2004; Reilly, Williams & Richa dson, 2003; Sae he , 2014) The anspe sonal o spi i ual le el means he connec ion be ween phenomena exis ing beyond ou social li es and pe sonal ela ionships, and hei e ec s on an indi idual (i.e. chance o des iny). In case o his le el, anscenden al expe ience becomes an o ganic pa o an indi idual’s li e, and also his o he links wi h he spi i ual side o li e ( ai h, spi i uali y, spi i ual expe iences o he connec ion wi h he ‘sel ’ in a Jungian sense). This includes he pe son’s ela ionship wi h his/ he ances o s o spi i ual p edecesso s (mas e s, u o s), as well as he exis ence o he so called ‘ a e- ac o ’. Physical, a ec i e and cogni i e ac o s mu ually a ec each o he wi hin a pe son. A good example o he in e ac ion o cogni i e and a ec i e ac o s is he way he cogni i e app aisal a ec s emo ional li e, o he emo ional s a e a ec s memo y. The e a e well known examples o he in e ac ion o physical and cogni i e ac o s, when he physical s a e (e.g. wea iness, physical eshness) has an in luence on a en ion, o when a spo sman suppo s his/ he physical de elopmen wi h he aid o men al aining. An example o he in e ac ion o physical and a ec i e ac o s may be he e ec o excessi e emo ional ension on muscle one, o he e ec o espi a o y echniques on he al e a ion o emo ional s a es. In he same way, he e is a possible mu ual ela ionship be ween anspe sonal ac o s and he ac o s abo e. Acco ding o his, a pe son’s hough s, eelings, his/ he physical condi ion and ci cums ances ha e an e ec on hei ela ion o spi i uali y. Pe sonali y (wi h i s inne complexi y) is pa o he sys em o he su ounding en i onmen and is in a di e se in e ac ion wi h i . Usually, a pe son’s mos di ec sys em is he amily, and he/ she i s in o his as he o gans i in o he o ganic sys em. Wide en i onmen al e ec s may each he pe son h ough he il e o he amily because hei basic emo ional and men al models e ol e among hei amily membe s. Tha is why i may happen ha wo di e en playe s in e p e he same coach’s communica ion in di e en ways. The amily is pa o he wide en i onmen al sys em o ela i es, iends and o he impo an close indi iduals, while his wide sys em is pa o he social sys em i sel . These wide sys ems may also bea on he indi idual, di ec ly o indi ec ly. O o s z & M e z o 6 2 E e y comple e sys em is, in e ms o i s quali y, mo e han he sum o i s pa s. To concep ualise his, he simple p esence o in a-/ in e pe sonal alen ac o s is no enough o he ul ilmen o alen , bu he dynamic in e ac ions wi hin he sys em is also impo an . In his way, he lack o a speci ic componen may be compensa ed by o he componen s, al hough pa icula pa s o he sys em may wo k agains each o he . These sys ems a emp o achie e a balance ha is app op ia e o hem. On an indi idual basis his appea s in physical, a ec i e and cogni i e ields. De elopmen in ol es al e a ion, bu o his he e is a need o a empo a y dis up ion o he balance (Wa zlawick, Weakland & Fish, 2008). Fo example, i is possible ha a playe has o change his hinking adically o emain a membe o his o he eam, o , ha a young playe who has jus le home is going h ough an emo ional c isis. A ypical balance dis up ion o his ype is he physical ‘disin eg a ion’ o an adolescen o he change in hei body-image. Tha is why i is i al o he de elopmen and he e olu ion o alen ha he sys em should encou age he pe son o change, and should ole a e a empo a y loss o balance. On he o he hand, he en i onmen al sys em aims o main ain his balance, so he ex en o which i can eac lexibly o pe sonal changes o ollow he indi idual’s de elopmen lexibly is an impo an ac o . Fu he mo e, he ex en o which i can cu i sel ad i om obs uc i e en i onmen al in luences in any gi en ci cums ance is also impo an . I is possible ha a spo spe son can o e come hei en i onmen al balance bu he en i onmen al sys em will always pull hem back o i s le el o p og ess. In his sense, conside hose diminishing spo s alen s who canno esis hei bes iends and ha m hemsel es bo h physically and men ally by d inking alcohol o s aying up all nigh . O jus imagine how a spo spe son can pe o m i hey ca y wi h hem he expe ience o he his o y, ailu e and he un o una e a e o hei p edecesso s (‘wha e e we do, we will ne e be success ul’). They will possibly make he w ong decisions in si ua ions which could lead o success un il i eme ges ha he amilial sys em is subconsciously b oadcas ing his message. Ano he example can occu when in spo s eams he s able oles and hie a chical ela ions hinde pe sonal p og ess, jus as when he s ill dominan , ageing s a s hold back he pe o mance o he ambi ious youngs e s, because hei ise may b ing hem a loss o p es ige. In his case s uc u al changes in he eam (selling-buying playe s), eplacing he coach o a ans e o a playe may disloca e he balance which impedes p ocess. Wide en i onmen al sys ems a e also an in eg al pa o hose sys ems which include hem. Acco ding o his in eg a i e aspec , he laws o balance p e ail a his le el. Fo ins ance, a oo ball club is pa o he gi en coun y’s oo ball sys em. The coun y’s social ela ions, economic s a us, na ional men ali y – h oughou he oo ball ede a ion – di ec ly, indi ec ly and signi ican ly, in luence he s anda ds o he ope a ional le el o clubs, o example, he esul s hey achie e a in e na ional le el. Tha is why i is a a e phenomenon ha a oo ball eam eme ges om a low le el na ional league and achie es signi ican esul s a he in e na ional le el. The in eg a i e app oach o alen -nu u ing implies some impo an p ac ical conside a ions I app oaches spo alen as a p ocess, ins ead o as a pe manen ea u e. Due o he in e ac ion o he emaining ac o s i may be possible ha gi edness appea s du ing a la e pe iod o he p ocess. Fo example, ce ain decisi e alen componen s may cong ega e la e on. A he same ime, alen can be los i he ac o s which in luence he e olu ion o alen a e no p esen in he igh o m. To a oid his, i is ad isable o use alen - diagnos ics embedded in o he de elopmen al p ocess ins ead o a one-o selec ion. This may be implemen ed by he luen diagnos ic acking o spo spe son’s s a us and de elopmen , and, by con inuously eeding he esul s measu ed back in o de elopmen al p og ess. The mo e people adop a sys ema ic de elopmen app oach he mo e e ec i e alen -nu u ing is. Fac o s a ec ing alen e olu ion appea in e e yone in a di e en way ( o a di e en ex en , and a a di e en quali y and balance le el). The e o e he in eg a i e app oach ecommends he ope a ion o alen -nu u ing on pa allel le els. The e olu ion o gi edness a a pe sonal le el is assis ed i he physical, a ec i e and cogni i e componen s de elop equally well. The imp o emen o social skills also helps o de elop gi edness indi ec ly because by de eloping social skills, a spo spe son can c ea e social ela ionships which suppo hem. As pa o alen de elopmen , i is impo an o ecognise he pe sonal and in e pe sonal ac o s which impede he un olding o alen , and, consequen ly, p o ide suppo in o de o o e come hem. Complex spo alen -nu u ing p og ams may assis in implemen ing a alen -nu u ing p og amme un on pa allel le els. In hese p og ammes, besides physical de elopmen , he e is also a subs an ial g ow h in a ec i e, cogni i e and social skills. Fu he mo e, hey can inco po a e en i onmen al cha ac e is ics (such as alen - nu u ing aining o pa en s, alen consul ancy, spo s-psychology guidance o coaches, aining sessions, e c.) and, addi ionally, pa icipa ion in ede al and na ional alen -nu u ing p og ammes. Finally, he in eg a i e app oach conside s he coope a ion o mu ually suppo ing p o essionals in ol ed in he sys em in enhancing alen -nu u ing o be o g ea impo ance. P s y c h o l o g i c a l a c o s i n K 6 3 METHOD The esea ch in his s udy is pa o a longi udinal se ies o moni o ing ac i i ies which has a dual pu pose. On he one hand, i examines he psychological ac o s a ec ing he de elopmen o a oo ball alen , acco ding o he ollowing: � The suppo o alen -nu u ing wi h psychological ools � P e en ion/ educ ion o alen -loss wi h psychological ools � Talen iden i ica ion wi h he aid o psychology On he o he hand, i measu es he in eg a i e aspec o he p ac ical alidi y o spo s alen -nu u ing on a la ge spo sample o p e en alen -loss and, o de elop alen -nu u ing. A he cu en s age o esea ch we compa ed he pe sonal and in e pe sonal signi icance o playe s conside ed gi ed and less gi ed by hei coaches and hei eam ma es. Ou p elimina y hypo hesis was ha he mo e gi ed playe s would pe o m be e on bo h pe sonal and in e pe sonal le els. In he nex phase o he acke moni o ing he co ela ion be ween u u e pay-o and cu en esul s will be in es iga ed. Fo ins ance, how coaches and eam ma es o m hei opinions a he p esen ime, and how hey p edic a playe ’s pe o mance in he u u e, based on his/ he gi edness. In addi ion, how psychological ac o s iden i ied in his moni o ing ela e o he playe ’s la e pe o mance and ca ee . Fu he on, he anspe sonal ac o s con ibu ing o a playe ’s spo s-ca ee will be moni o ed. Sample 425 oo ball playe s and 21 coaches o 22 junio eams o Fi e Clubs om he Fi s Di ision o he Hunga ian Na ional Championship ook pa in ou s udy (see: Table 1). In e ms o hei age-g oup, he sample was as ollows: U15s 5 eams N=96; U16s 5 eams N= 104; U17s 5 eams N=106; U18s 3 eams N=41; U19s 4 eams N=78. Table 1. The sample o ou s udy A g e g o u p N o . o P l a y e s N o . o e a m s U n d e 1 5 9 6 5 U n d e 1 6 1 0 4 5 U n d e 1 7 1 0 6 5 U n d e 1 8 4 1 3 U n d e 1 9 7 8 4 P ocedu e Playe s and coaches illed in psychological ques ionnai es and es s in he p esence o a psychologis (playe s unde he age o 18 we e able o pa icipa e in he s udy wi h pa en al pe mission). The ollowing ques ionnai es and es s we e used: � Spo ing Backg ound Ques ionnai e � The Tennessee Sel -Concep Scale (TSCS – Hunga ian e sion) � Psychological Immune Compe ence In en o y (PICI) � A hle ic Coping Skills In en o y (ACSI) � Ad anced P og essi e Ma ices (APM) � Co-Playe Ques ionnai e � Coach Ques ionnai e Below, hese es s and ques ionnai es a e p esen ed in de ail. Spo ing Backg ound Ques ionnai e (SBQ): This ques ionnai e was c ea ed in o de o explo e amilial ac o s. I includes he ollowing main opics: � Spo as a alue in he amily. Issues wi hin his a ea include explo ing how impo an a ole spo plays in he li es o playe s and hei amilies. Fo example: ‘Did you e e do any spo be o e you began o play oo ball?’ O : ‘Is he e any p o essional spo spe son in you amily?’ And inally: ‘Is he e any ama eu spo spe son in you amily?’ � The amily's social backg ound and ci cums ances. These issues helped o explo e how much sac i ice om he amily is equi ed o suppo ( inancially) he spo ing ca ee o a playe ; and hese we e also applied o map social backg ound o playe s. � To wha ex en did he playe eel his amily's emo ional, inancial and o he suppo du ing his spo s ca ee ? � How impo an a ole does oo ball play in he li e o he playe . Fo example: ‘Do you ca e abou oo ball besides aining (e.g.: Do you ead books abou oo ball)?’ O o s z & M e z o 6 4 � Family belie s abou success. Fo example: ‘Which membe s o he amily a e conside ed success ul?’ ‘Es ima e on a 10-poin scale o wha ex en you pa en s conside hemsel es o be success ul. Wha is you opinion?’ The Tennessee Sel -Concep Scale (TSCS ): The Tennessee Sel Concep Scale (and i s Hunga ian e sion - Dé ai & Sipos, 1986) is a kind o sel -desc ip ion ques ionnai e. I is used o measu e he ollowing dimensions o sel -concep : � Physical Sel -Concep (ques ions: 1s -18 h): desc ibes how he subjec ela es o his own body, wha his opinions a e abou his physique, and s a e o heal h. � Mo al Sel -Concep (ques ions: 19 h-36 h): shows he mo al alues (since i y, us wo hiness) o he subjec . � Indi idual Sel -Concep (ques ions: 37 h-54 h): s anda ds o sel -con idence and sel -es eem; summa y o judgemen s on will-powe , abili ies, skills, pe se e ance and sel -con idence. � Family Sel -Concep (ques ions: 55 h-72nd): shows how he indi idual judges his posi ion wi hin he amily, his a i ude owa ds his amily and ice e sa. � Social Sel -Concep (ques ions: 73 d-90 h): depic s how he indi idual measu es his social s a us and his a i ude owa ds his pee s. � To al Sel -Concep Sco e (ques ion: 1s -90 h) is he sum o he dimensions abo e; i e lec s sel -es eem, sel -accep ance and sel -con idence. Beyond hese dimensions, he alida ion-indexes we e calcula ed oo. Psychological Immune Compe ence In en o y ( PICI ): This con ains 80 i ems and i has 16 scales (Oláh, 2005). The PICI examined oo ball-playe s’ ma u i y and he e icacy o hei psychological immune-sys em and e ealed wha kinds o skills hey ha e o coping wi h s ess. The scales a e: � The “posi i e hinking” scale ocuses on pe sonal cha ac e is ics in e ms o expec a ions and an icipa ion o posi i e changes. � The “sense o cohe ence” is he abili y o unde s and and empa hize e en s which ha e happened o us; ou an icipa ion o en i onmen al changes and a s ong belie in he easonable ou come o u u e e en s. � “Sel - espec ” goes beyond a posi i e a ing o ou sel es; i is a beha iou which plays an ac i e ole in main aining alues o sel -es eem. � The “sense o sel g ow h” scale shows an indi idual`s psychical de elopmen , obse ing he p og ess o his own de elopmen ; ega ding his capaci y o sel -comple ion he indi idual de ines himsel as a human being capable o luen eju ena ion and sel -g ow h. � “Change and challenge o ien a ion” e e o an ins inc o sensi i e pe cep ion ollowing changes. � The “sel -e iciency” scale desc ibes how he indi idual can ac ua e his own/ acqui ed plans and solu ions. The indi idual is e y con iden ha he is able o execu e beha iou s which con ibu e o implemen ing his aims. � The “social c ea ion capaci y” scale has a ole in e ealing do man , hidden skills in o he s and hei use in he p ocess o common hinking. � Sco es o “synch onici y” show how a pe son is able o li e wi h en i onmen al changes, in sync wi h cu en e en s. He is able o ully concen a e all his psychic ene gies on his aims. The abili y o con ol a en ion and unconsciousness. � “Goal o ien a ion” measu es how he indi idual can pos pone he ul ilmen o his pe sonal needs, and wha is mo e, pe se e e i any di icul y a ises. � The “sense o con ol” scale measu es how somebody can con ol his/ he li e. I ep esen s he con ic ion ha i depends on us as o how we ac in si ua ions in which we pa icipa e. � “Social moni o ing capaci y” eco ds he a e a which an indi idual can pe cei e in o ma ion abou he social en i onmen sensi i ely and selec i ely, and, use i adequa ely o achie e u he aims. � “P oblem sol ing capaci y” is he indi idual’s c ea i e capaci y o wo k ou plans, al e na i e solu ions o o iginal ideas. An abili y o s uc u e lea n knowledge and make i ac i e and use ul du ing he s uggles aced in li e and in p oblem sol ing. � “Social mobilizing capaci y” e e s o he skill o pe suading, mo i a ing and di ec ing o he s. � “Impulse con ol” is he abili y o manage beha iou , a ional con ol and men al p og ammes. I is he capabili y o choosing he le el o con ol and he mos sui able app oach by analysing possible consequences. P s y c h o l o g i c a l a c o s i n K 6 5 � “Emo ion con ol” shows how a pe son can o e come he dis ess induced by h ea s, eme gencies and ailu es, and u he mo e, how he can con e hem in o cons uc i e beha iou . � The “i i abili y con ol” scale measu es he eac ion o us a ion, o he lack o sa is ac ion o essen ial needs. The abili y o exe cise a ional con ol o e ange and age, an abili y o use ange in a cons uc i e way. A hle ic Coping Skills In en o y ( ACSI) : The playe s’ cha ac e is ics as mani es ed in spo s-si ua ions we e examined wi h he spo -speci ic A hle ic Coping Skills In en o y (ACSI-28) (Smi h e all, 1995). The Hunga ian e sion o he ACSI con ains 28 ques ions (also called ACSI-28) and was c ea ed by Jelinek and Oláh (Jelinek, 2000). The sys em measu es he psychical cha ac e is ics o spo speople on he ollowing se en scales: � The “coping wi h ad e si y” scale measu es an indi idual`s beha iou in cases which may occu unexpec edly and aise challenges and, in his way in luence spo s-pe o mance. � The “peaking unde p essu e” scale gauges pe o mance in compe i i e condi ions. When he a e is high he indi idual achie es a be e pe o mance, challenges mo i a e him. � The “goal se ing/ men al p epa a ion” scale measu es he indi idual`s men al p epa a ions and his aims. � The “concen a ion” scale desc ibes he le el o a pe son`s ocus on aining and compe i ion. A mo i a ed spo sman is able o concen a e on his exe cises and il e ou dis u bing ac o s; addi ionally, he is equipped o sol e unexpec ed asks. � The “ eedom om wo y” scale shows he ex en o which spo speople wo y abou hei pe o mance and achie emen , and abou how o he s judge hem. � The “con idence and achie emen mo i a ion” scale shows he le el o a pe son`s sel -assu ance and posi i e mo i a ion. A e y high le el indica es he indi idual would like o pe o m a 100 pe cen du ing e e y con es and aining session. � The “coach abili y” scale desc ibes and measu es he ela ionship be ween he coach and he indi idual. Values show how open he spo spe son is o aining ins uc ions and in o ma ion. He accep s cons uc i e c i icism and is able o coope a e wi h his coach. Ad anced P og essi e Ma ices ( APM) APM was applied in o de o es in elligence (Ra en, Ra en & Cou , 1998). Co-Playe Ques ionnai e. A Co-Playe Ques ionnai e was c ea ed in o de o ge o know he opinions o spo smen ega ding how alen ed hei eamma es a e. Fi s , i asked he playe s o ank hei co-playe s acco ding o hei alen s. Following his, he playe s answe ed he ollowing ques ions: � Who a e he bes eam-playe s, in hei opinion? � Who do hey p edic a g ea u u e o ? Why? � Who a e he mos popula , in hei opinion? � Who ha e he g ea es amoun o sel -con idence, in hei opinion? � Who do hey hink a e he mos anxious be o e ma ches? � Wha do hey hink is necessa y o become a good oo ball playe ? Coach Ques ionnai e : This ques ionnai e has been de eloped in o de o collec in o ma ion abou he p o essionals’ concep ions o gi edness and how hey cha ac e ize hei playe s. He ques ions a e he same as hose in he co-playe ques ionnai e. � Who a e he bes eam-playe s, in hei opinion? � Who do hey p edic a g ea u u e o ? Why? � Who a e he mos popula , in hei opinion? � Who ha e he g ea es amoun o sel -con idence, in hei opinion? � Who do hey hink a e he mos anxious be o e ma ches? � Wha do hey hink is necessa y o become a good oo ball playe ? Coaches had o ank he playe s acco ding o hei alen s and hey had o desc ibe he i e mos alen ed playe s’ s ong-poin s and weak-poin s. Coaches also had o de ine he concep o a alen ed oo ball playe . RESULTS G ouping on he Basis o Gi edness A he beginning o da a analysis a g adua ion was made o dis inguish playe s on he basis o hei gi edness. On he basis o da a a kind o summa ized ank o de (which shows playe s' gi edness) was c ea ed by using main componen analysis. The main componen analysis iden i ied h ee componen s. These we e: O o s z & M e z o 6 6 � Rank o de o coaches ega ding playe s’ gi edness (abb e ia ed o: coaches’ ank o de . No e: lowe alues a e mo e a ou able) � Co-playe s’ ank o de ega ding playe s’ gi edness (abb e ia ed o: co-playe s’ ank o de . No e: lowe alues a e mo e a ou able) � Who do he co-playe s p edic a g ea u u e o ? (Abb e ia ed o: g ea u u e. No e: highe alues a e mo e a ou able). Table 2 shows co ela ions among hese h ee a iables and he main componen . Values show eally s ong and signi ican co ela ions wi h he main componen o all componen s. The eason o he nega i e co ela ion o he 'g ea u u e' is ha his a iable's high alues a e a ou able (high alues indica e a high numbe o indi iduals who p edic a ‘g ea u u e’ o someone), bu in cases o he ank o de s o he co-playe s o coaches o he summa ized ank o de , he lowe alues a e a ou able. Table 2. Pea son co ela ion be ween he main componen o summa ized ank o de and componen s (n=374) C o m p o n e n s C o e l a i o n w i h h e m a i n c o m p o n e n C o - p l a y e s ’ a n k o d e . 9 4 5 * P e d i c e d ‘ G e a u u e ’ - . 8 5 9 * C o a c h e s ’ a n k o d e . 9 0 7 * *signi icance a le el p<.001 The main componen can gi e mo e usable in o ma ion han he simple ank o de s o coaches o co-playe s. The summa ized ank o de con ains da a o 374 playe s, and no he o iginal 425 in he ull sample. This was due o a ious ac o s; o example, one coach did no comple e he ques ionnai e, one coach’s anking was o no use om a esea ch pe spec i e, while some playe s we e no included in he coaches’ ankings. In he nex s ep, disc iminan analysis (wi h he s epwise me hod) was used o s udy 48 psychological a iables in o de o ind which a iables a e bes sepa a ed in di e en g oups. In he i s g ouping he bes 40 pe cen o playe s we e compa ed o he emaining 60 pe cen . Th ee signi ican a iables we e he bes p edic o s om he iewpoin o g ouping. These we e: con idence and achie emen mo i a ion (ACSI), sel -e iciency (PISI) and in elligence pe o mance (as a cogni i e componen ). These a iables can p edic ha playe s a e membe s o he i s g oup (p obabili y is 53.9%), o o he second g oup (p obabili y is 71.3%). Acco ding o he esul s, psychological a iables we e ha dly able o deal wi h he ques ion o how o asc ibe playe s o he bes class. Following his, he i s 60 pe cen o playe s was compa ed o he emaining 40 pe cen . Acco ding o he esul s, abou 70 pe cen is he p obabili y ha playe s can be g ouped in o he i s g oup, bu only less han 50 pe cen is his p obabili y in case o he second g oup. Finally, he expe iences showed ha he bes solu ion is o spli he sample in o wo equal g oups (Table 3), because in his case, he possibili y o p ecise anking is mo e han 60 pe cen in bo h g oups. Table 3.Talen - anking g oups ela ed o g oup- a ing compa ed o he ull sample a a p opo ion o 50-50 %. G oups P e d i c i e a n k i n g Summa y M o e a l e n e d L e s s a l e n e d F e q u e n c y w i h i n p edic ed g oups F i s h a l 1 0 9 ( 6 1 . 6 % ) 6 6 ( 3 9 . 1 % ) 1 7 5 ( 5 0 . 6 % ) S e c o n d h a l 6 8 ( 3 8 . 4 % ) 1 0 3 ( 6 0 . 9 % ) 1 7 1 ( 4 9 . 4 % ) To al 177 (100.0%) 169 (100.0%) 346 (100.0%) Acco ding o he inal esul o he g ouping, hose playe s who belong o he i s hal o he alen anking a e conside ed as alen ed playe s, while he o he s a e conside ed o be membe s o he less- alen ed g oup (Table 4). Table 4. Names, abb e ia ions and numbe s o indi iduals in g oups To al sample: Name o g oup: Abb e ia ion o name o g oup: n = 374 (100%) To al sample = alen ed g oup + o he g oup G oup-TS P s y c h o l o g i c a l a c o s i n K 7 3 o he appea ance o gi edness. This d aws ou a en ion o he ac ha nu u ing oo ball gi edness is done mos e ec i ely i he p og ess o young playe s is suppo ed om many di ec ions simul aneously. The mo e le els we can assis he de elopmen , he mo e ene gy playe s can mobilise o sel - ealisa ion and so can o e come all obs acles and de elop hei alen . Fo his, a kind o “ eam-app oach” is necessa y in which many people (coaches, di ec o s, psychologis s, doc o s, e c.) should coope a e in alen -nu u ing. He e i is impo an o emphasize he impo ance o he le el o expe ise among he specialis suppo s a , and, mo eo e , he communica ion be ween hem, and hei abili y o ecognise he limi s o hei own ole. The esul s ela ed o he ac o s which in luence a oo ball playe con i m he pe sonal psychological ac o s which a e o ou s anding impo ance in de eloping a spo ing alen . The alen ed playe s (G oup-T) di e ed om he o he s (G oup-O) in he ollowing signi ican ac o s: alen ed playe s... � a e hemsel es be e in bo h he pe sonal (physical, mo al, pe sonal) and in e pe sonal ( amily, social) dimensions o sel -concep ; � see hemsel es posi i ely when handling he anxie y caused by pe o mance � ha e a mo e posi i e assessmen o hei a en ional and concen a ional abili ies � ha e a highe le el o spo -speci ic sel -con idence and pe o mance mo i a ion � ha e s onge coping skills in he case o nine ac o s (posi i e hinking, a sense o cohe ence, sel - espec , a sense o g ow h, change and challenge o ien a ion, sel -e iciency, synch onici y, goal o ien a ion, social c ea ion capaci y) � achie ed be e esul s in he APM IQ- es When he mos alen ed playe s (T1) we e on he ocus his was obse able ha hey could achie e e en highe le els o pe o mance han he o he alen ed g oups (T2-4): he mos alen ed playe s... � a e mo e inspi ed by challenges, and can achie e be e pe o mance (peaking unde p essu e, ACSI); � can concen a e be e on a ask in bo h compe i i e and aining ci cums ances; a e able o il e ou dis u bing ac o s (concen a ion, ACSI); � a e no a ec ed by anxie y as much ( eedom om wo y, ACSI); � a e mo e lexible and open-minded and eady o ake on challenges (change and challenge o ien a ion, PICI); � a e mo e con inced hey a e able o ca y ou hose beha iou s which may help hem achie e hei aims (sel -e iciency, PICI) � a e ollowed by o he s olun a ily in common ac i i ies (social c ea ion capaci y, PICI) � a e mo e sa is ied wi h hei physical ea u es (physical sel -concep , Tennessee); � ha e s ong mo al cha ac e is ics (mo al sel -concep , Tennessee); � ha e a highe le el o sel -es eem and gene al sel -con idence (pe sonal sel -concep , Tennessee); � possess be e ela ionships wi h pee s (social sel -concep , Tennessee). Ou examina ion e ealed ha he mos e ec i e pe sonal ac o s which in luenced alen e olu ion we e anxie y-handling, sel -con idence, sel -es eem, concen a ion and social skills. These signi ican ac o s eme ged concomi an ly du ing analysis. The e o e he da a suppo he sys em-app oach model, which s a es ha ce ain ac o s in e ac wi h each o he and a ec he de elopmen o alen . The esul s d aw a en ion o he need o de elop skills beyond pu ely physical quali ies. Resea ch da a also con i med he signi icance o in e pe sonal ac o s in de eloping alen in oo ball playe s. The majo i y o playe s who made i o he op le el basically enjoy amily suppo . Ou esul s allow us o conclude ha he amily’s inancial backg ound may be an ad an age o playe s in eaching he peak o hei p o ession, bu i is no c ucial. I is a mo e impo an how amilies suppo he playe , gi en hei inancial backg ounds. Fu he mo e, a i al ac o in de eloping alen is he ex en o a amily’s emo ional and physical suppo (i.e.: anspo o oo ball ma ches) plus he le el o belie and encou agemen . The posi i e eedback which shows ai h and us enhances sel -con idence a he in e pe sonal le el and has a posi i e e ec on de elopmen and pe o mance I he e is a lack o amilial suppo , i may be c ucial ha some indi idual(s) in he di ec en i onmen unde ake ce ain suppo unc ions. The easies way o p o ide inancial suppo is h ough he oo ball club p o iding he playe wi h equipmen , anspo , and aining in camps, e c. Fu he al e na i es can include go e nmen al, ede al and o he schola ships and suppo i e p og ams. Emo ional absence can be bes compensa ed o by he di ec en i onmen . The coach and he suppo ing a i ude o eam ma es can help enhance playe s’ sel -es eem and sel -con idence; he a mosphe e c ea ed by he eam and he ela ionships wi hin i canno be neglec ed. In ce ain si ua ions i is ad isable o ha e he playe examined by a spo s O o s z & M e z o 7 4 psychologis in o de o ebuild his sel -con idence. As pe ou expe iences, ela ionships o med du ing spo s- psychology aining sessions a e also emo ionally suppo i e. Team ma es’ opinions abou alen a e s ongly ela ed o hei no ion o he mos sel -con iden and social indi iduals wi hin he eam. Those who a e mo e gi ed a e conside ed o be mo e sel -con iden and o ha e good social skills. The esul s ela ing o sel -cha ac e isa ion and pee -cha ac e isa ion e e o he ac ha eam ma es` cha ac e -pe cep ion is in ha mony wi h playe s’ own sel -cha ac e isa ions. Fu he mo e, we can conclude ha he pa icipan s illed he ques ionnai es in accu a ely. Ano he ac con i ms ou obse a ion ha he Tennessee sel -concep scale’s sel -c i icism indica o did no eco d any di e ences in any s a is ical compa isons among he g oups examined. The da a shows ha he pee communi y has a e y impo an ule in de eloping alen . Foo ball playe s can ha e eedback om eam ma es abou hei pe sonal skills and alen . This eedback can in luence hei sel -e alua ion and mo i a ion. Fa ou able social skills may help de eloping alen because eam ma es accep hose playe s who ha e hese abili ies, gi ing hem be e eedback and p o iding hem wi h social suppo . So, de eloping hese skills may posi i ely a ec alen . Coaches` opinions abou alen we e in ha mony wi h eam ma es` opinions, jus as he coaches’ cha ac e isa ions we e in acco dance wi h sel -cha ac e isa ion. Thei eedback, communica ion, a i ude, ai h and encou agemen ha e a s ong in luence on de eloping alen . Howe e , i is also clea om he esul s ha nei he p o essionals, no eam ma es can diagnose a pe son`s in e nal cha ac e is ics. Consequen ly, inciden al alse judgemen s can also in luence a pe son`s sel -e alua ion, mo i a ion and de elopmen . In mapping playe s` pe sonal cha ac e is ics psychodiagnos ical me hods can help. In o ma ion gained om hese may help coaches o ge o know playe s objec i ely and enhance he e ec i eness o alen -nu u ing du ing consul a ions. CONCLUSION The esea ch da a ob iously d ew a en ion o he impo ance o de eloping o he skills beyond physical a ibu es. Psychological ac o s (concen a ion, eedom om wo y, sel -con idence, pe se e ance, social skills) can enhance pe sonal e iciency when de eloping oo balling alen . The mo e psychical capaci y someone can mobilize o de elop hemsel es, he be e esul s hey will be able o achie e in he u u e. The de elopmen o psychological ac o s can be suppo ed by p og ams wi h long- e m and well-de eloped concep s and s a egies. In oducing such p og ams a oo ball clubs would acili a e he de elopmen o alen . The ui s o success can be ha es ed la e ; he e o e, i is necessa y o emphasize he de elopmen ’s long- e m concep . The mo e a ac o a ec s he deepe laye s o pe sonali y, he slowe he change may occu . Relying on ou esea ch da a we wo ked ou an in eg a i e-app oach alen -nu u ing p ojec connec ed o he Magya Geniusz P og am (Hunga ian Genius P og am). The Hunga ian Na ional Talen P og am is a 20-yea , expansi e alen -concep ion accep ed by he Hunga ian Pa liamen and las ing un il 2028. The Hunga ian Genius P og am was 3-yea long na ional p ojec embedded in he Na ional Talen P og am and suppo ed by he Eu opean Union, i s main objec being he es ablishmen o a na ional alen -nu u ing ne wo k. I was a ne wo k o so called “ alen -poin s” (i.e. alen cen e s) es ablished wi hin he amewo k o a p og am (Cse mely & Kiss, 2008). These cen e s a e open es ablishmen s which p o ide in o ma ion and assis ance o young people o he egion o p omo e alen -nu u ing. Thei main unc ions include guidance, ca ee -o ien a ion, oppo uni ies and pe sonal in o ma ion counselling o alen ed indi iduals. The main pu pose o he ne wo k is he e ec i e ope a ion o alen -nu u ing wi h he aid o communica ion, co-ope a ion and in o ma ion low. Among he a ious alen -poin s, we can ind o ganisa ions wi h a no able alen -nu u ing adi ion and o he s which ha e been newly es ablished o sea ch o and suppo gi ed youngs e s. Today, he e a e abou a housand egis e ed alen -poin s in Hunga y, which a e coo dina ed by he Na ional Talen -Poin . The Kék Bolygó Tehe ségpon (Blue Plane Talen -poin - Deb ecen, Hunga y) has se i sel a a ge o suppo spo s- alen s locally h ough an in eg a i e app oach. Wi hin he amewo k p og ammes o he Hunga ian Genius P og am he ins i u ion has implemen ed a one-yea spo s- alen p ojec , suppo ed by he esea ch esul s abo e. Elemen s o his p ojec a e o ien ed o he cogni i e, a ec i e and social ac o s ha in luenced he un olding o spo s- alen , and, mo eo e , a e aimed a s imula ing complex, suppo i e co-ope a ion om he sys em. The p ojec includes he ollowing elemen s: Fo spo speople: spo s-psychological consul a ion; coaching; lea ning de elopmen ; Williams s ess-handling aining; spo s-psychological aining g oups; psychological aining o oo ball eams; mo i a ional cou ses by Olympic spo speople. Fo coaches, eache s and hos el p e ec s: consul a ions wi h psychologis s; Williams s ess-handling aining; g oup consul a ions and case discussions; cou ses on spo s psychology and pedagogy. Fo pa en s: consul a ions wi h psychologis s; Williams s ess-handling aining; amily consul a ions. P s y c h o l o g i c a l a c o s i n K 7 5 Co-ope a ion wi h o he alen de elopmen o ganisa ions, including DVSC Foo ball Club, Deb eceni Egye em Spo igazga óság (Uni e si y o Deb ecen Spo s Di ec o a e), Deb eceni Spo cen um (Deb ecen Spo s Cen e), Deb eceni Középiskolai Spo kollégium (Deb ecen Seconda y School Spo s Hos el), Kocka Kö (The Cube Ci cle). 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